Imagining the Possibilities

Imagining the Possibilities through Story-Drama:

A Photo Journal Journey

by Jan Buley, Educator, Memorial University, St. John’s, NL

and

Frances Shortt, Classroom Teacher, Nain, Labrador, NL

Background Introduction about this Photo Journal

For many human beings, storytelling is the launching pad for imaginative connection. It is the universal connector for six-year-olds and eighty-six year-olds. We listen differently when someone says “Did you hear about the moose that fell through the ice near Nain? The process of storytelling can bring an event alive for others and help to connect us to each other. Storytelling invites us to retell something in our own words and revisit the sequence of events as we remember it. We are all natural storytellers and the very process of curating our experiences for each other can build community and share our understanding of meaning-making with a broader audience. This collaborative project involved young children and teachers in Nain, Labrador, an elder from the local community, and university friends form Memorial University. The folktale “The Woman Who Outshone the Sun” was used to inspire a localized creative exploration of the children’s personal connection to the coastal waters of Nain, through music, movement, and puppetry. The grade two children loved the experience and embraced the tasks of building fish puppets and creating the movement for the puppets. They personalized their stories about their relationship to the local land and water with the inclusion of Inuktitut words. Various roles within the story-drama were played by the children, the school assistant principal, and an Indigenous elder who also had important speaking parts. Their engagement in the process was a powerful demonstration that storytelling for all ages is an important learning and teaching tool. The paint-stick and foam-board puppets gave the children a tangible focus of attention as the story-drama was unfolding. The puppets provided an important gateway for even the shyest child to enter and exit the performance space. The story was the conduit for a logical sequencing of the movement and music to unfold, and the puppeteers demonstrated agency and engagement as they manipulated the fish puppets in the performance of the folktale. The authors of this article firmly believe that pictures can speak volumes, so we are choosing to ‘retell’ the journey of this story-drama with photographs and reduced text.

Beginning with a Welcome

From the very first minute together, we gathered as a community. Sitting in the circle using the talking stick was a very powerful and respectful way to start our sessions. We were delighted to learn that the students were familiar with a talking stick and this ritual unified us right away. Milne (2017) states that “Indigenous students may feel more comfortable and accepted in school when Indigenous peoples, perspectives, and cultures are respectfully incorporated into teaching and learning” (p.5). We aimed to create a classroom culture were both students and adults felt like their thoughts and opinions mattered and that any idea could be shared. The invitation also honoured the choice to remain silent and keep their thoughts in their hearts if they wished to do so. We believe this helped create a welcoming and safe space.

Crossing the threshold

Place-based educator, David Sobel (2008) speaks of the importance of entrances and exit places in storytelling. He highlights the captivating qualities of pathways and crossing a threshold into a drama or storytelling space. A classroom is easily transformed into a special place. The walkway in this photograph was created using colourful foam shapes and it directed students to and from the meeting space. Transforming an ordinary classroom with a pathway to follow, provided an energizing surprise for everyone. As children entered each day, they passed under a ‘river’--a beautiful stretch of silky blue material. Walking along this pathway reminded everyone that they were entering a magical story-making space, with a tangible and visual connection to the importance of caring for the water and respecting Mother Earth.

Belonging

When everyone believes that they matter and that their opinions are valued, everyone is affirmed. In this photograph, Elder Sue is introducing herself with a personal story. Her words flow easily. Montero, Bice-Zaugg, Marsh and Cummins (2013) mention that “placing Aboriginal students’ identities at the center of the curriculum will conscientiously support their sense of well-being and belonging” (p. 76). When one feels safe in a space, it is easy to share comfortably. We also like this picture for its attentiveness from the listeners in the circle. The talking stick is making its way from hand to hand and from heart to heart.

Learning from Each Other

Sometimes, creativity can be compromised when students try to compete with one another or when an exemplar is shared too early in the process of discovery. In our puppet-making, the collaboration and sharing was energizing and beneficial. One child chose to paint stripes on his fish, giving another learner the idea of patterning. Another puppet-maker had the idea of adding feathers and putting them on the tail of her fish puppet. Another learner painted the tail green and then proceeded to paint the body of the fish another colour. Everyone made a puppet–even the tallest people in the room! Everyone was able to see what each other was doing and learn from their noticings and wonderings. When demonstrations are public and when experimentation is celebrated, everyone learns new strategies for creativity and problem-solving.

Music-making

There were many creative opportunities throughout this experience that involved music-making and signing. The collective singing of songs was another instance of creating community in an authentic, and sometimes spontaneous way. A deeply poignant moment that occurred that week was our witnessing of the demolition of a residential school in Nain. After eating lunch that day we climbed the stairs to the second floor of the building where we could see the Residential School, as the photo here illustrates. There, we watched as the heavy equipment knocked down the chimney, the roof, the windows, and walls of the old structure. Someone amongst us began signing a tune and before long, a song of goodbye had begun. Students took turns singing, "Goodbye windows, goodbye doors, goodbye chimney, goodbye walls...". These young children took turns thinking of new verses as we watched the building come down, finding their own way and their own words for reckoning with this difficult history. It was an important memory not only for those of us who were gathered that day, but also for the community.

In addition to singing songs and experimenting with movement in the story-drama, learners also created percussive instruments. The use of instruments provided a way for the children to actively participate and tell the story through the use of a xylophone or homemade shakers. Listening to the music in the hallway of the school caused everyone to walk silently in wonder. The paper plate shakers were very simple to construct, and the children decided to use them in the celebration song at the end of the play.

Reflection and Executive Functioning

When children are invited to reflect on their learning, they grow in a willingness to consider the viewpoints of others (Piaget, 1954). With prompting, they may question what they have explored, what was successful and what they might change the next time. This story-drama experience emphasized ‘pushing the pause button’ and looking back. Several times, we encouraged and modeled a lot of thinking aloud with wondering sentences that began with “I wonder what would happen if…” Self-reflection is closely tied to executive functioning and the ability to follow through and finish a task. From the very beginning of this experience, the children were invited to think about how the story might unfold. We asked the children to place themselves in role as the main character who is bullied by the villagers. We also asked the children to reflect on what they might do differently to care for the ocean. Making intentional time to ponder and wonder together was an important piece of the process.

Making Meaning through Reflective Writing

When we reflect through writing, we draw on past experiences and bring new understandings to what has transpired. Reflective writing can offer space to write our thoughts, feelings and perspectives about something that has happened to us. As the following writing samples suggest, a multi-modal approach with art and text can illuminate other understandings of process and thinking. The learners jumped at

the opportunity to ‘show’ their writing with illustrations. Who knew that the popcorn and water treat would be the most memorable part for one child? Another learner wanted to share the art of mixing the colours to paint his fish puppet. Sometimes, these observations can provide an important reminder of the process for the teachers. We have learned to step back and ask: How can a child’s perspective inform our own thinking about next steps? How might their viewpoint shape a new way of seeing the world? What happens when we invite a shift in perceptions and power in activities in the classroom.

Affirming Culture

Nain is a proud Inuit community on the coast of Labrador, and the teachers make every effort to celebrate and affirm the culture whenever possible. Tulloch, Moore, Lane, Townley, Dicker, Boase, and Adams (2022) state that “families and communities need to be part of establishing language learning goals.” (p. 1). Elder Sue played an active role in our story-drama as the wise Elder. She helped make the story deeply personal with her reminders to care for Mother Earth in a way that is respectful and honest. She also seized the opportunity to introduce Inuktitut vocabulary whenever possible.

Rekindling Empathy through Drama

Dramatic play can be the conduit for developing rich and imaginative literacy skills. It can also be a place where empathy is taught most powerfully. Props and puppets can help learners construct new understandings of meaning-making by inviting them to consider how an object or animal might feel. Sometimes, a puppet can provide valuable insights into the abilities of a child. With a puppet, a hesitant child may more likely express their feelings to the group.

In this photograph, the ocean is littered with plastic and garbage, left by the villagers. The children collected the litter and they decided how their puppets would react to the destruction of the ocean. The main character in the story was horrified at the state of the water, and when she let her hair down into the water, all of the sea creatures swam up into her hair. She walked away from the village, taking the fish with her. The children were deeply troubled and decided to clean up the ocean together.

Modeling and Mirroring

“Miss, can you help me use the glue gun? I want to glue the paint stick onto my fish puppet.”

“Sure. I’ll show you how to do it and then you can do it.”

“But it’s hot.”

“Yes it is, but I’ll show you how to be safe. Then you can show someone else how to be safe. How does that sound?”

“Great.”

The power of experiential learning is well-documented. During the ‘doing’ of an activity and the ‘modeling and showing’, students and teachers receive immediate and valuable feedback. Children can provide teachers with valuable insights to guide the learning through questioning and commentary. Listen to the conversation further:

“Oh. The hot glue looks like water on the stick.”

“You’re right. It does kind of look like water. Just remember. The glue coming out is hot and can burn your finger so don’t touch the pointy end.”

“Okay. I won’t. But the glue stick is okay, right?”

“Yes, the stick heats up inside the glue gun and it melts in there. You can touch the glue stick here though. That’s a safe place to touch the glue.”

(Child touches the glue stick)

“This is fun. I want to try using the glue gun now. Will you watch me do it?”

“Sure. And you know how to be safe too.”

With careful modeling and supportive coaching, all learners can discover how to try, invent, question, collaborate and teach each other.

Community Building through Reading

Wood (2008) said “not only do we need to read books with our students, but the books we read need to deal with issues that affect the lives of our students in important ways” (p. 4). The students were inspired by the anchor text, The Woman Who Outshone the Sun, to explore and tell their own shared story, firmly emplaced in their own coastal community of Labrador. This was achieved through the collective vision of everyone involved.

Student feedback and written reflections revealed feelings of investment that inspired action after the moment of story-drama had ended. They frequently asked to clean up garbage around the school and told stories of picking up litter when they visited their hunt camps and went out on the land. Clearly, the experience of this play impacted their thinking about the responsibility they have in caring for Mother Earth.

Sharing and Celebrating the Performance

This entire experience was about sharing - sharing a delightful school space and the wisdom of young learners along with: Frances Shortt (Classroom Teacher), Lora Dawn Angnatok (Assistant Principal), Sue Webb (Community Elder), Jan Buley and David Buley (Memorial University Educators), and Janet Wiseman (NLESD Regional Manager). The entire process was steeped in sharing cultures, sharing language, sharing artwork, sharing thinking and learning, sharing personal stories, sharing materials, and sharing who we are becoming as environmental caregivers.

Mawhinney (2018) highlights the importance of sharing in order to build confidence and try new ideas. She writes about the role that mentorship can play in providing teachers with strategies. Through spontaneous sharing, teachers can be affirmed and empowered to try something they have never done before. In this experience, the sharing occurred between grade two learners, a classroom teacher, a school assistant principal, a community Elder, a regional manager, and university professors. New connections were made and there was new appreciation for the wisdom and talents of each other. Everyone had a part to play in the success of this experience. Everyone learned from each other.

When something rewarding has been created and offered to a broader audience, there is cause for celebration. Throughout the rehearsal process, we kept the product in mind, and there was an incredible energy when the performance day arrived. The process guided the entire experience. When we determined that we were ready, the children created ‘fish tickets’ for audience members to present as admission to the performance. We all learned about the importance of being ‘best listeners’ and the entire performance was a success from beginning to end. As the applause from our K-3 audience faded away, there was visible elation on the faces of everyone–a collective affirmation of a job well done. Perhaps the most exciting outcome of this experience has been the ongoing awareness of the impact we all make on the environment. In addition to providing social bonding, this experience has resulted in ongoing discussions and actions in helping to care for Mother Earth in more responsible ways. Participating in a story-drama was a powerful way to engage learners of all ages to think more proactively about our connections to each other and to the land that provides so much for each one of us.

References

Mawwhinney, L. (2018). Let’s Lunch and Learn: Professional knowledge sharing in teachers’ lounges and other congregational spaces. Teaching and Teacher Education, 26 (10), 972-978.

Milne, E. (2017). Implementing Indigenous education policy directives in Ontario Public

Schools: Experiences, challenges and successful practices. The International Indigenous Policy Journal, 8(3), 1-20. https://doi.org/10.18584/iipj.2017.8.3.2

Montero, M.K., Bice-Zaugg, C., Marsh, A.C.J., & Cummins, J. (2013). Activist literacies: Validating aboriginality

through visual and literary identity texts. Journal of Language and Literacy Education, 9 (1), 73–94. https://web-s-ebscohost-com.qe2a-proxy.mun.ca/ehost/pdfviewer/pdfviewer?vid=0&sid=74e4de7c-066e-4191-ab6d-106eb4149bf5%40redis

Piaget, J. (1954). The construction of reality in the child. New York: Basic Books.

Sobel, David (2008). Childhood and Nature: Design Principles for Education. Portland, Maine: Stenhouse Publishers.

Tulloch S., Moore S., Lane J., Townley S., Dicker J., Boase D. and Adams E. (2022)

Community-anchored assessment of Indigenous second language learning in K-12 schools. Frontiers in Education, 7(733047), 1-14. https://doi.org/10.3389/feduc.2022.733047

Wood, J.W. (2008). Moses’ story: Critical literacy and social justice in an urban kindergarten. Young Children,

63 (6), 1-12. https://zone.biblio.laurentian.ca/bitstream/10219/31/2/VoicesWood.Moses.Final.pdf

Note: We wish to emphasize that the story was used to inspire a creative process that was grounded in the students' own experiences of place in the coastal community of Nain, Labrador. The project is meant to illustrate how children make self to text connections, build appreciation for diverse texts, and come home to their own stories of place.

*In accordance with the Newfoundland and Labrador English School District’s policy regarding media consent of students’ pictures, all permissions for photo sharing and work samples by children were granted from parents.

The authors gratefully acknowledge the photography of Lora Dawn Angnatok.

Jan Buley feels very privileged to offer courses in elementary literacies and drama education with teacher candidates at Memorial University’s Faculty of Education. Jan’s Ph.D. from New York University, examined the assumptions, beliefs and contradictions associated with family engagement in schools. She believes that curiosity and finding beauty are necessary for survival and in her spare time, she adores gardening, storytelling, hiking and writing. She also believes that some of the finest teachers on the planet are 6 and 7 years of age.

Frances Shortt loves learning about literacy in the early grades and shares her passion for reading with her students each day. It is no surprise that Frances focused on Language and Literacy during the Masters of Education program through Memorial University. She truly believes that every student can read and write when given the proper tools, time and motivation. She is a lifelong learner who learns Inuktitut from her students. She has many hobbies which include reading, collecting houseplants, watching the northern lights dance in the sky, spending time with family and friends, and taking orders from her handsome husky.